Common Core State Standards for Mathematics

The Common Core State Standards (CCSS) for Mathematics provide clear, consistent expectations about what knowledge, skills, and practices students should have and learn at each grade level so teachers and parents know what they need to do to help students achieve them.

Rhode Island adopted the CCSS in Mathematics in place of a planned update to our current Grade Level Expectations (GLEs) and Grade Span Expectations (GSEs) for mathematics.

For general information on the Common Core State Standards, as well as resources for families and the community, go to:

This 1-4 hour module is designed to provide participants with a deep understanding of the key shifts, focus, coherence, and rigor, required by the Common Core State Standards for Mathematics (CCSSM). The module package includes facilitator materials, an annotated power point, and handouts with activities. Additionally, there are links to videos one of which features a lead writer of the CCSSM, Jason Zimba. We recommend it as a foundation to any Common Core professional development in mathematics.

Resources provide deeper insight into the instruction required to meet the CCSS in Mathematics.

NewThe Rigors of Ratio and Proportional Reasoning in the Common Core State Standards

The Rigors of Ratio and Proportional Reasoning in the Common Core State Standards is a professional development module for middle school teachers. The module explores the power of the tape diagram and the double number line as strategies for developing conceptual understanding and problem-solving in this domain. Additionally, activities focusing on the relationships between ratio tables and graphs reveal the essential link between ratio and proportion and future work with functions and algebra. Included in the training materials is a Power Point with facilitator notes and embedded instructional videos, as well as a variety of hands-on activities. These activities are both participant and student-friendly.

NewUsing PARCC Tools to Develop Assessments Professional Development Modules

The design of PARCC assessments has actively involved many educators throughout the participating states. The purpose of Using PARCC Tools to Develop Assessments is to provide Rhode Island mathematics educators with the opportunity to engage in a simulated item review that parallels the process used in vetting PARCC items. Participants will become acquainted with the different task types that will populate PARCC assessments and will review the life cycle of a PARCC mathematics item. They will gain greater insight into the PARCC Evidence Statements and will actively use these statements in reviewing a variety of item types. As a result of participating in one of the three grade-band sessions, educators will come away with a greater understanding of PARCC assessments and with the ability to access and use the PARCC tools to write or evaluate local assessments.

The dawning of the Common Core State Standards and PARCC has school systems rewriting curriculum, redesigning assessments, and rethinking instruction. The concept of transformations is one that permeates the middle school standards in a very concrete way. In high school, transformations are formalized, more abstract, and used as the basis for congruence, similarity, and the proof of geometric theorems. Hung-Hsi Wu, author of Teaching Geometry According to the Common Core State Standards, goes so far to suggest that “Transformations are a means to an end.” In this three-hour session, participants take a close look at just what is meant by formalizing transformations by collaborating on the development of precise definitions, performing transformations using various tools on and off the coordinate plane, and documenting their properties.

NewFunctions and the Common Core: Implications for Planning and Teaching

The concept of function is a power tool to solve problems and to express relationships and change in our world. The Common Core State Standards (CCSS) have placed particular emphasis on the concept beginning in grade 8, where grasping the concept of function is named as one of the three critical areas for instructional focus. This Power Point Presentation and accompanying resources highlight the types of experiences students should have in order to develop a deep understanding of the concept as described in the CCSS content standards and the variety of expertise required by the Standards for Mathematical Practice. The module examines the progression and focus of the function standards from 8th grade through Algebra 1, and connects to how these standards build on work in the earlier grades. Presenter notes are included with the PPT slides.

This set of three modules is an updated version of several of our original elementary fraction modules. The content has been adapted to a tech-based, interactive format enabling end-users to experience the modules’ content individually or as a member of a community of practice.

The major objective of the module is to develop a deeper understanding of the mathematical content standards for fractions through an exploration of the progression of skills and content across grade levels.
Using the documents Progressions for the CCSS Mathematics: 3-5 Number and Operations-Fractions as a resource, participants will take a deep look at their grade level standards in the Number and Operations – Fractions domain. Using a structured protocol, educators will work to identify the key concepts, skills, and supporting visual representations which need to be developed in their classrooms. The work will continue as this deepened knowledge is connected to prior instructional strategies and to potential assessment tasks. Finally, participants will explore the progression of ideas and skills across the grades 3, 4, and 5. This will be done by looking carefully at how the big concepts related to fractions are built across the grade span as well as by discussing potential scaffolds which will help to make these standards accessible to all students.
Through this work educators will become more confident in their knowledge of and ability to draw upon the learning trajectory or developmental path which students need to progress through to be fully prepared to tackle the complex mathematics which comprise the middle school curriculum.

The major objective of the module is to help educators develop a common understanding of the Standards for Mathematical Practice and their specific connections to fraction content and rigor.
Educators will begin their work “unpacking” the eight Standards for Mathematical Practice in order to deepen their understanding of their intent as well as specific implications for each grade level. This work will include brainstorming examples of what proficiency in each standard would look like at a particular grade level as well as how the standard could be re-worded to become accessible to these particular learners. The work will be extended to connecting these practices to specific fraction concepts and skills by looking at student work from CCSS aligned tasks, as well as by viewing instructional approaches in some classroom videos.
Participants will leave this module with not only a deeper understanding of the Standards for Mathematical Practice, but also a larger repertoire of strategies for developing these habits of mind in their students and a better sense of what proficiency with the practices will look like at their particular grade level.

The major objective of the module is to help educators develop a working knowledge of the role of number line use in developing student number sense with and conceptual understanding of rational numbers.
Participants will explore the role of the empty or open number line in helping students to clearly see fractions as part of the number system. By making explicit connections between whole number properties and operations, educators will be better prepared to develop strong number sense in their students as they begin to work with this new type of mathematical unit. This deepening knowledge will be developed through a combination of clear models and active exploration of Common Core aligned tasks.
Educators will leave this module feeling more confident with their ability to use the number line as a tool for extending students’ mathematical knowledge from simple whole numbers to more complex fractional units and relationships.

CCSS Fractions Professional Development Modules

This set of six modules is an expansion of the CCSS professional development session Building Coherence in Fraction Instruction in Grades 3 – 5. Designed to be delivered as a series during successive CPT and/or department/grade level meetings or as after-school sessions, these modules explore the progression of understanding for the CCSS standards in Number and Operations – Fractions. Teachers will gain the professional understanding necessary to deliver content-rich, conceptually-based instruction in this domain. Highlights include connecting the fraction content standards to the Standards for Mathematical Practice, attending to precision through the use of a rich fraction vocabulary, and using the number line as a tool that is instrumental in transitioning from whole numbers to fractions.

Document provides a visualization of the distribution of the domains in the CCSS. Key Information: the domains within the K-8 Mathematical Content Standards are not consistent across the grade levels which is very different from the structure of the Rhode Island GLE/GSEs. For example, the Domain “Counting and Cardinality” exists only in Kindergarten, “Measurement and Data” begins in kindergarten and ends in grade 5, and the “Geometry “ domain extends from Kindergarten through grade 8. This does not imply, however, that instruction of the content standards within the domain suddenly ends when it is no longer called out but rather that mastery of the content within the domain should be attained at that grade level.

CCSS Mathematics: Implementation of Content and Practice PD

This module provides teachers with the opportunity to explore the Standards for Mathematical Practice with the express purpose of integrating them into grade-level content instruction. Participants use the PARCC Model Content Frameworks, learning progressions, and model tasks to assist them in taking their first steps to implementing the CCSS into their daily practice.

A professional development module intended to grow capacity for the understanding of the “structure” of the CCSS (mathematics). The module should be used in conjunction with the Cracking the Code PPT during common planning time, department meetings, faculty meetings, etc.

Document articulates at each grade level, the critical areas of focus within the CCSS for Mathematics.

PARCC Model Content Frameworks for Mathematics Resource

A collection of resources intended to summarize the essential matter of the Model Content Frameworks for Mathematics for grades 3 - 8. Organized in chart form by grade level, these documents are meant to be quick, supplemental references to the Frameworks for busy educators. Direct links are provided to the unabridged Frameworks document as well as guiding questions for districts, schools, and individual educators to assist in transitioning to PARCC and the Common Core State Standards.

The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.

Developed by Jason Zimba, one of the authors of the Common Core State Standards, the seven criteria for Resources outlined in this document should prove helpful in guiding the development of curriculum modules and accompanying materials.

The lead writers of the CCSSM, Jason Zimba, Bill McCallum, and Phil Daro, created this document to assist publishers in developing instructional materials that promote a “faithful” implementation of the CCSSM. It is also intended to be a resource for LEAs when adopting new materials or assessing the value of those currently in use within their schools. Additionally, while remaining true to the principles of focus, coherence, and rigor, the Criteria offer a rubric to facilitate the evaluation process and provide guidance for science and technical subjects with respect to mathematics.

The High School Publishers' Criteria aim is to provide clear and specific guidance for selecting or developing new instructional materials or for revising or supplementing existing materials. Remaining true to the principles of focus, coherence, and rigor, these criteria were designed to address the issues specific to high school mathematics materials and instruction.
The Publishers' Criteria were developed by the lead writers of the Common Core State Standards for Mathematics in partnership with the Council of Chief State School Officers, the National Governors’ Association, the National Association of State Boards of Education, the Council of the Great City Schools, and Achieve.

The Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project has designed a collection of tools to enable educators to evaluate the quality of mathematics curriculum resources with respect to the CCSS. Tools consider a resource’s alignment to both the Standards for Mathematical Content as well as the Standards for Mathematical Practice. Additionally, the document provides a professional development facilitator’s guide, an accompanying Power Point, and a tool relating to the equity, formative assessment options, and technological assets of a resource.

This 1.5–4 hour module is designed to guide and support principals, content supervisors, central office leaders, and coaches in the work of planning and carrying out the implementation of the Common Core State Standards. The module addresses five aspects of effective leadership in implementation: knowing and understanding the shifts, setting a vision for college and career readiness, developing clear metrics to guide the work, building capacity in schools, and staying engaged.

Tri-State Collaborative Rubrics and Review Process

The Tri-State Collaborative (comprised of educational leaders from Rhode Island, Massachusetts, and New York) has developed criterion-based rubrics and review processes to evaluate the quality of units and lessons intended to address the Common Core State Standards for ELA/Literacy and Mathematics. Educators may use the rubrics to evaluate units and lessons and to inform and guide current and future collaborative curriculum development efforts. These resources may also assist in understanding the critical areas of focus in the CCSS.

Developed by Jason Zimba, one of the authors of the Common Core State Standards, the seven criteria for Resources outlined in this document should prove helpful in guiding the development of curriculum modules and accompanying materials.

The Common Core State Standards (CCSS) Mathematics Curriculum Materials Analysis Project has designed a collection of tools to enable educators to evaluate the quality of mathematics curriculum resources with respect to the CCSS. Tools consider a resource’s alignment to both the Standards for Mathematical Content as well as the Standards for Mathematical Practice. Additionally, the document provides a professional development facilitator’s guide, an accompanying Power Point, and a tool relating to the equity, formative assessment options, and technological assets of a resource.

A collection of resources intended to summarize the essential matter of the Model Content Frameworks for Mathematics for grades 3 - 8. Organized in chart form by grade level, these documents are meant to be quick, supplemental references to the Frameworks for busy educators. Direct links are provided to the unabridged Frameworks document as well as guiding questions for districts, schools, and individual educators to assist in transitioning to PARCC and the Common Core State Standards.

Timeline illustrates a students’ perspective (standards and assessment) through the CCSS and PARCC transition period. Timeline illustrates potential student experiences with instruction and assessment while transitioning from the GLE/GSEs and NECAP to the CCSS and PARCC.

The National Association of Elementary School Principals has created a checklist, complete with resource links, intended to assist principals in their responsibilities for implementing the Common Core State Standards. While this may not be a complete list or applicable to all, the checklist provides a thoughtful framework for thinking through making the Common Core State Standards happen in schools.

Document provides a sample of how a school during the SY 2012-2013 can utilize Faculty Meetings and Common Planning Time to deepen educators understanding of the CCSS and PARCC. All content educators (English language arts, social studies/history, science and technical subject areas) engage with a year long, deep study of Writing an Argument.

The WIDA English Language Development Standards (ELDS) have recently been revised to integrate the CCSS for all educators who work with ELLs. Rhode Island is a member of the WIDA Consortium and the use of the WIDA ELDS by all educators working with ELLs is required by R.I.G.L. 16-54-2.